Myths about ADHD
ADHD is often a misunderstood condition. These symptoms, or manifestations of these brain-based challenges, are not intentional nor are they defects in character or personality.
Below are some common beliefs, or myths, surrounding ADHD:
Ψ ADHD is caused by bad parenting.
ADHD is a neurodevelopmental condition and is not caused by bad parenting, although behaviours that arise from ADHD can challenge otherwise effective parenting. Unfortunately, when people see kids being impulsive or not listening to instructions, they assume it is due to a lack of discipline, not realising that these are signs of a medical condition.
That being said, the home environment can improve or worsen ADHD symptoms.
Ψ Children with ADHD are lazy.
ADHD is not a result of laziness or lack of motivation, but stems from a real difficulty in functioning due to the different ways their brain works.
The resulting outward behaviour, such as being unable to sit still in class or finish their homework, may seem like they are not trying hard enough, but they are in fact trying harder than their peers to pay attention.
Ψ Children with ADHD can hardly ever focus.
A boy who can focus on his video games for long periods of time couldn’t possibly have ADHD, right? Highly engaging or stimulating activities like video games are not the tasks which children with ADHD struggle with.
Rather, tasks that have less stimulation and require less engagement, like reading or counting, can be the tasks which children with ADHD find difficult to focus on. School can be especially challenging as it requires sustained attention over a long period of time and a child with ADHD may have problems adapting to that environment.
Ψ ADHD only affects children and they will outgrow it.
As symptoms of ADHD are typically observable from childhood, people with ADHD tend to be diagnosed when they are a child. However, this does not mean that adults are not affected by the condition. Adults can get diagnosed with ADHD even if they were not previously diagnosed during childhood (apparently about 2% to 5% of adults have ADHD globally, but it’s under-diagnosed). Nevertheless, their symptoms are less apparent, maybe from learning effective ways to manage symptoms in adolescence and adulthood.
The main goal of seeking intervention for ADHD is to ensure that the child functions well at every stage of their life (childhood, adolescence, and adulthood) rather than to get off medication as soon as possible. Even though symptoms of ADHD may persist till adulthood, many are still able to lead productive lives.
Ψ ADHD is a “male” disorder.
ADHD is more commonly diagnosed in males across ages. However, this may be due to how the symptoms are presented between the genders. Males with ADHD are more likely to exhibit symptoms of hyperactivity/ impulsivity, such as running wildly and uncontrollably, making them more likely to stand out. In contrast, females with ADHD are more likely to demonstrate symptoms of inattention, such as spacing out. Thus, they are more likely to be perceived as bored and tend to be underdiagnosed for ADHD.
Ψ People with ADHD are deliberately difficult and cannot hold onto jobs / have meaningful relationships / lead a “normal” life.
Children with ADHD tend to experience difficulties with processes that tap on executive functioning, such as planning and organisation, prioritising, focusing and sustaining attention, as well as regulating emotions and behaviours.
In addition, there is an area in our brain, called the anterior cingulate cortex, which helps us realise when we’re about to do or say something we probably shouldn’t. In people with ADHD, it doesn’t quite work like it’s supposed to. For children with ADHD, everything that comes to their attention will get their attention. This makes daily living difficult for those with ADHD.
Nevertheless, the difficulties faced by children with ADHD are not intentional acts, nor are they defects in character or personality. Despite the challenges, those with ADHD can learn coping skills to improve social, academic and occupational functioning as they develop, making it possible for them to secure and maintain jobs, meaningful relationships and satisfaction with life.
